While the content area and information standards and even some of the lessons are virtually the same within these two units, the difference is the students. The students differ in brain development and physical and emotional maturity. One group of students is firmly planted in the education system. They know how it works and they have several years of school ahead of them. The other group is on their way out. They may not be experiencing senioritis yet, but they are most certainly beginning to look beyond the walls of the school.
The main skill these units focus on is resource evaluation. Evaluation is at the top of Bloom’s taxonomy. Obviously most fourth graders are not capable of achieving independent evaluation of resources and ideas. Therefore, my lessons and unit are designed to help walk them through the process. My expectations of the fourth graders are that they will commit to practicing the steps of evaluation with the help of scaffolding (such as the evaluation handout). I do not expect them to reach a level of proficiency in which they have internalized these steps and automatically make judgments about health resources.
On the other hand, many 10th graders are more fully developed in their levels of abstract thought and are capable of attaining the top level of Bloom’s taxonomy. My lessons still include some degree of scaffolding, through handouts and examples, but much of the process is turned over to the students. My expectations of the 10th grade students would be that they would finish the unit not only capable of completing the steps of evaluation, but also that these steps will have become second-nature. Hopefully these students will experience a change of thinking; they will begin to question the validity of online resources automatically and make judgments about these resources without consciously following the steps.
The 4th grade information scientists will explore online resources under the close watch of the instructional specialist. The instructional specialist will be like a helicopter, hovering around to ensure the scientists are on-track, but only flying in for a rescue when necessary. The information scientists will have limited choice with fairly stringent constraints. For example, they may select their topics, but their product choices are limited to PowerPoint presentations.
The 10th grade information scientists will, after brief training, plunge headlong into the World Wide Web seeking health knowledge. The instructional specialist will be available for consultation and will observe with checklist in hand to ensure that the information scientists are successfully navigating through the evaluation process. The 10th grade information scientists will have much more control over their learning experiences. The rationale for this freedom includes the following: this age group requires more choice in order to be engaged; they are more experienced so they can work more independently; and they are closer to adulthood, which means they need to learn how to address problems on their own.
Standards at each grade level:
1. Inquire, think critically, and gain knowledge
1.1.4 Find, evaluate, and select appropriate sources to answer questions. 4th Grade: Students will start their searches with suggested websites and have the teacher or media specialist approve the resources they select. Students will evaluate resources with a simplified list of criteria and compare and contrast rather than only selecting valid sources. 10th Grade: Students will choose how to search for sources. They will evaluate sources with a more complex list of criteria, and they will only be selecting valid sources. (2 or more)
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context. 4th Grade: Students will evaluate information with a simplified list of criteria. 10th Grade: Students will evaluate sources with a more complex list of criteria.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 4th Grade: Students will use web search with close supervision and quick help. 10th Grade: Students will use web search with more independence.
1.1.9 Collaborate with others to broaden and deepen understanding. 4th Grade: Students will share notes and discuss important elements of topic and evaluation. 10th Grade: Students will share notes and discuss important elements of topic and evaluation.
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 4th Grade: Students will be encouraged to independently choose resources, but these resources will be checked to assure quality and allow for further guidance if needed. 10th Grade: Students will be responsible for their resource choices and will make them with limited guidance.
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. 4th Grade: Students should begin to build a basis for questioning information. 10th Grade: Students should firm up their questioning stance.
1.3.1 Respect copyright/intellectual property rights of creators and producers. 4th Grade: Students will cite their sources by URL. 10th Grade: Students will cite their sources by URL and attempt to create an accurate MLA citation.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1.2 Organize knowledge so that it is useful. 4th and 10th Grade: Students will take the information they have found and effectively organize it for a presentation.
2.3.1 Connect understanding to the real world. 4th and 10th Grade: Students will explore real world topics through the springboard activity. Students will connect to real world health concerns through their topic choices. Students will note their future real world use of evaluation skills in the student reflection rubric.
2.4.1 Determine how to act on information (accept, reject, modify). 4th Grade: Students will label sources/information as valid or invalid. 10th Grade: Students will decide which resources to use.
3. Share knowledge and participate ethically and productively as members of our democratic society.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 4th and 10th Grade: Students will present findings to class and complete reflection rubrics.
3.1.3 Use writing and speaking skills to communicate new understandings effectively. 4th and 10th Grade: Students will present their findings orally to the class.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and assess. 4th Grade: Students will use PowerPoint to organize and display their findings. 10th Grade: Students will use a variety of technologies to organize, display, and present their findings.
3.2.3 Demonstrate teamwork by working productively with others. 4th Grade: In groups, students will select a topic and decide what is to be included in product and presentation. 10th Grade: In groups, students will select a topic and decide on format, content, and style of product and presentation.
3.4.2 Asses the quality and effectiveness of the learning product. 4th and 10th Grade: Students will complete peer and self evaluation rubrics
The main skill these units focus on is resource evaluation. Evaluation is at the top of Bloom’s taxonomy. Obviously most fourth graders are not capable of achieving independent evaluation of resources and ideas. Therefore, my lessons and unit are designed to help walk them through the process. My expectations of the fourth graders are that they will commit to practicing the steps of evaluation with the help of scaffolding (such as the evaluation handout). I do not expect them to reach a level of proficiency in which they have internalized these steps and automatically make judgments about health resources.
On the other hand, many 10th graders are more fully developed in their levels of abstract thought and are capable of attaining the top level of Bloom’s taxonomy. My lessons still include some degree of scaffolding, through handouts and examples, but much of the process is turned over to the students. My expectations of the 10th grade students would be that they would finish the unit not only capable of completing the steps of evaluation, but also that these steps will have become second-nature. Hopefully these students will experience a change of thinking; they will begin to question the validity of online resources automatically and make judgments about these resources without consciously following the steps.
The 4th grade information scientists will explore online resources under the close watch of the instructional specialist. The instructional specialist will be like a helicopter, hovering around to ensure the scientists are on-track, but only flying in for a rescue when necessary. The information scientists will have limited choice with fairly stringent constraints. For example, they may select their topics, but their product choices are limited to PowerPoint presentations.
The 10th grade information scientists will, after brief training, plunge headlong into the World Wide Web seeking health knowledge. The instructional specialist will be available for consultation and will observe with checklist in hand to ensure that the information scientists are successfully navigating through the evaluation process. The 10th grade information scientists will have much more control over their learning experiences. The rationale for this freedom includes the following: this age group requires more choice in order to be engaged; they are more experienced so they can work more independently; and they are closer to adulthood, which means they need to learn how to address problems on their own.
Standards at each grade level:
1. Inquire, think critically, and gain knowledge
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
4th Grade: Students will start their searches with suggested websites and have the teacher or media specialist approve the resources they select. Students will evaluate resources with a simplified list of criteria and compare and contrast rather than only selecting valid sources.
10th Grade: Students will choose how to search for sources. They will evaluate sources with a more complex list of criteria, and they will only be selecting valid sources. (2 or more)
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context.
4th Grade: Students will evaluate information with a simplified list of criteria.
10th Grade: Students will evaluate sources with a more complex list of criteria.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
4th Grade: Students will use web search with close supervision and quick help.
10th Grade: Students will use web search with more independence.
1.1.9 Collaborate with others to broaden and deepen understanding.
4th Grade: Students will share notes and discuss important elements of topic and evaluation.
10th Grade: Students will share notes and discuss important elements of topic and evaluation.
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
4th Grade: Students will be encouraged to independently choose resources, but these resources will be checked to assure quality and allow for further guidance if needed.
10th Grade: Students will be responsible for their resource choices and will make them with limited guidance.
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
4th Grade: Students should begin to build a basis for questioning information.
10th Grade: Students should firm up their questioning stance.
1.3.1 Respect copyright/intellectual property rights of creators and producers.
4th Grade: Students will cite their sources by URL.
10th Grade: Students will cite their sources by URL and attempt to create an accurate MLA citation.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
4th and 10th Grade: Students will take the information they have found and effectively organize it for a presentation.
2.3.1 Connect understanding to the real world.
4th and 10th Grade: Students will explore real world topics through the springboard activity. Students will connect to real world health concerns through their topic choices. Students will note their future real world use of evaluation skills in the student reflection rubric.
2.4.1 Determine how to act on information (accept, reject, modify).
4th Grade: Students will label sources/information as valid or invalid.
10th Grade: Students will decide which resources to use.
3. Share knowledge and participate ethically and productively as members of our democratic society.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
4th and 10th Grade: Students will present findings to class and complete reflection rubrics.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
4th and 10th Grade: Students will present their findings orally to the class.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and assess.
4th Grade: Students will use PowerPoint to organize and display their findings.
10th Grade: Students will use a variety of technologies to organize, display, and present their findings.
3.2.3 Demonstrate teamwork by working productively with others.
4th Grade: In groups, students will select a topic and decide what is to be included in product and presentation.
10th Grade: In groups, students will select a topic and decide on format, content, and style of product and presentation.
3.4.2 Asses the quality and effectiveness of the learning product.
4th and 10th Grade: Students will complete peer and self evaluation rubrics